Weekly Report & Reflection Post #12

Greetings fellow bloggers!

The ADED 1P32 Learning in Digital Contexts course was a lot of work, but a rewarding and valuable learning experience.  While I was familiar with some of the tools we used in this course (i.e. Twitter, Google Docs, Prezi, and others), I learned new features that I didn't have an opportunity to explore before.  Likewise, there were many new tools that I had a chance to check-out and start using in academic, professional, or personal situations.

Aside from learning about all these cool and useful tools, what I appreciated the most from the course was learning about Digital Citizenship.  Learning about the significance of this concept for citizens participating in a digital world and understanding how we leave our digital footprint as we get involved in the various social platforms and interact with all these digital tools was very enlightening.  The primary purpose of Digital Citizenship is to provide users with the proper framework of how digital technology should be used, not only in a social setting but also in an academic and professional environments (Ribble, 2015).

Learning about the nine elements of digital citizenship: access, commerce, communication, literacy, etiquette, law, rights and responsibilities, health and wellness, and security, also helped me put into perspective how we should all be interacting with technology.  Being aware of how these interconnected elements relate to technology, we can become better at using these tools in a way that is enjoyable for everyone.

I believe in teaching by example, and now that I have learned quite a bit about digital citizenship, I see it as my responsibility to teach those close to me first (e.g. family members, friends, co-workers) by modelling a behaviour that is illustrative of the characteristics of a good digital citizen.  For example, teaching others the correct way of incorporating the work of others when including it in their projects or presentations; learn how to identify copyrighted material, and teach them how to cite it correctly.  I think it's also important for me to spread the word about understanding everyone's rights and responsibilities when using technology.  And I know that many of the tools that I have learned about in this course will assist me in disseminating this information within my social network.

Overall, digital responsibility is a two-way street.  I will do my part in educating others what I have learned, but they also need to do their and
begin applying what they are learning and start becoming more aware of their digital footprint whether negative or positive (hopefully more positive than negative!)

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References

Ribble, M. (2015). Digital Citizenship in Schools (3rd ed.). Arlington, VA: International Society for Technology in Education.

Venspired.com.  Retrieved from http://venspired.com/wp-content/uploads/2013/08/digcit1.jpg

Weekly Report & Reflection Post #11

Turn your volume up (but not too loud!), and enjoy this Voki!

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Greetings fellow bloggers!

This week I had the opportunity to explore and play with quite a few online tools that I will be filing under "Creating" and "Collaborating" tools in my PLE.

First, as mentioned in my Screencast page, I learned how to use Jing (to capture images and videos), and Screencast (to store and share the captured information with others).

Second, I stumbled upon a tool called Powtoon.com. A fantastic tool for creating fun videos that can engage, captivate and inform your audience. That's what I used to create my Screencast video.

Third, I explored Voki, an educational tool that lets us create characters that can talk, either using our recorded voice or a computer generate voice.

This course has introduced me to a few digital tools that I don't think I would have heard about or considered using before. All the activities helped me develop my digital literacy, which mainly is learning about the technology, how to properly use it, and share that information with others (Ribble, 2015), which is what we have all been doing for the past eleven weeks! Moreover, last week's activity, where we had to create a slide show (I used Animoto) taught me a lot about Copyright and Creative Commons. Now, when I search for images or content online to incorporate in my presentations, I am conscious that I'm using someone else's work, and that I need to cite correctly it (or acknowledge the creator) and the credits need to be included in my work.

I must say that learning about digital citizenship has made me more aware of my interactions online and that of others. I wonder if every citizen was educated on how to use online tools correctly, would the information that we get bombarded with on a daily basis be a bit better? I'll repost the t.h.i.n.k. picture because this acronym that succinctly states what everyone should consider before posting something online. It also ties in well with how we want to leave our digital footprint.

think [online image]

I also think that now that I have been educated on what it means to be a digital citizen, I have a responsibility to inform others on this topic. That's where all the tools I learned about and used in all these activities come in handy. Tools to organize, curate, and share my content (e.g. Evernote, Diigo, Scoop.it.); tools to teach others "how to" do something, such as the ones I explored this week. These are just some examples, and I will expand on these when I do my PLE critique paper :)


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References 

Ribble, M. (2015). Digital Citizenship in Schools (3rd ed.). Arlington, VA: International Society for Technology in Education. 

think [Online image]. Retrieved March 9, 2016 http://mwhitmoredigitalcitizenship.weebly.com/uploads/2/4/9/9/24990039/779550655.jpg?293

Weekly Report & Reflection Post #8

Greetings, fellow bloggers!

Last week we discussed digital rights and responsibilities, and I think these are two concepts many citizens in our digital society take for granted. According to the West's Encyclopedia of American Law, a right is "entitlement to something, whether to concepts like justice and various freedoms [such as] freedoms of speech, press, religion, assembly and petition" (n.d.).  As for the concept of responsibility, this is "a moral obligation to behave correctly toward or in respect of [something or someone]." (n.d.).

No doubt you've seen, or heard about, the headlines concerning Kim Kardashian's "Assault on the Internet with NSFW Selfie".  Kim's action, of course, generated plenty of remarks - both negative and positive.   Pink recently posted in Instagram that women should use "their brains, their strength, their work ethic, their talent" instead of selling their bodies, whereas Amber Rose defended Kim's action and decision asserting that as a grown woman she does and wants to show off is not anyone's business.  Perhaps some might argue that Kim is within her rights to exercise her freedom of expression, telling the world how confident and empowered she feels about her body by posting a naked picture of herself; others disagree with her form of public expression.  

I chose to write about this incident because this is what has been trending this week.  As I think about this event and how it is connected to digital citizens' rights and responsibilities, I question whether this behaviour is an appropriate way to exercise one's rights to freedom of expression.  I ask if just because we enjoy certain freedoms does that give us the right to do, say, or post things online without considering whether we offend others or not, since we are exercising our rights?

Ribble (2015), states "Being a full member in a digital society (or any society group) means that each user is afforded certain rights, and these rights should be provided equally to all members.  [But by the same token] Digital citizens also have certain responsibilities to this society; they must agree to live according to the parameters that are mutually agreed upon by members." (p. 46).  So what are the parameters that our digital society has set out for members to follow?  Perhaps this is a question that generates multiple answers and very contrasting points of view.  Moreover, how individuals choose to express themselves online is a topic that can be argued in favor or against at length. 

As a closing thought, I think that as citizens of a digital society, it is necessary to T.H.IN.K. before posting something online.  We should question ourselves if that's the digital footprint we want to leave behind.

think [online image]

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References

Ribble, M. (2015). Digital Citizenship in Schools (3rd ed.). Arlington, VA: International Society for Technology in Education.

right. (n.d.) West's Encyclopedia of American Law, edition 2. (2008). Retrieved March 9 2016 from http://legal-dictionary.thefreedictionary.com/right.

responsibility. (n.d.) West's Encyclopedia of American Law, edition 2. (2008). Retrieved March 9 2016 from http://legal-dictionary.thefreedictionary.com/responsibility.

think [Online image]. Retrieved March 9, 2016 http://mwhitmoredigitalcitizenship.weebly.com/uploads/2/4/9/9/24990039/779550655.jpg?293

Weekly Report & Reflection Post #7

Collaboration [Online image]

Greetings, fellow bloggers!

"Alone we are smart.  Together we are brilliant." (Anderson, n.d.), and collaborating with others on assignments and projects has never been easier thanks to Google Drive!

I have used Google Docs and Google Slides in previous courses when working on group assignments, and what I have like about this tool is the simplicity to share, edit, and collaborate in real time with members of the group.  After watching the video Google Docs in Plain English on YouTube, I was astonished to learn of the number of copies we create of documents we share with others via email.  Lefever (2007) explains how one shared document between three other people "will exist in four different places" and how that becomes a problem.  This is a problem I never thought of before until now.  It has become a habit for many people, including myself, to attach a document to an email and send to others for revision or feedback instead of using Google Drive or other collaborating tools.

Aside from eliminating the duplication of a single record, Google Drive offers other advantages as well: all of the user's files can be stored in the cloud, and are accessible from any device connected to a network (Google Drive, 2016).  Storage and accessibility are significant features of this tool for students as well as working professionals.  In a classroom setting, the teacher can share documents publicly (i.e. newsletters, announcements, course syllabus) where students can view but not edit; changes or updates can be made and the students will always have access to the latest version of the document.  Students can share a draft of an assignment with the teacher or other classmates to get feedback before the final submission; the teacher or classmate can provide comments and feedback right on the document.  In a workplace setting, team members working on developing or updating policies or procedures - that require feedback from multiple stakeholders - can work synchronous or asynchronous on the document.

Working in groups is an important part of learning whether in an academic or workplace setting, and Google Drive makes collaborative learning possible.  Group members are no longer expected to meet at a physical location on a specific date and time.  Members can be remote or local and still be able to work as a team when completing group projects.  The chat and notes features allow group members to ask clarifying questions or leave comments for others to address when they log back in.

Google Drive is one of the many online tools that enables us to share knowledge, ideas, new perspectives, and learn together.  By working with others, we engage in collaborative problem-solving and generate better solutions than working on our own.

Snoopy [Online image]

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References

Anderson, S. (n.d.). Retrieved February 29, 2016 http://quotesgram.com/collaborate-quotes/#wEebkK24Tb.

Collaboration. [Online image]. Retrieved February 29, 2016 http://cdn2.hubspot.net/hub/211730/file-29217462-jpeg/images/rb312-what-does-true-online-collaboration-mean.jpeg.

Google Drive - Cloud Storage & File Backup for Photos, Docs & More (n.d.). Retrieved February 29, 2016 https://www.google.com/drive/.

Lefever, Lee. (2007). Google Docs in Plain English. Retrieved February 28, 2016 https://www.youtube.com/watch?v=eRqUE6IHTEA.

Snoopy [Online image]. Retrieved February 29, 2016 https://s-media-cache-ak0.pinimg.com/736x/d4/e4/bb/d4e4bb70da5d71f4e87a405729254906.jpg

Weekly Report & Reflection Post #5

Curata (2014)

Greetings, fellow bloggers!

Wow, I learn something new every day!  One of this week's task was to create and share my Twitter account.  Although I had set one up earlier this year, I realized I was not using this tool to its fullest potential.  Two neat features I learned in this week's activity was to create a Twitter list and use the TweetDeck.

When I saw the word "list" I assumed it was just to group users by categories or areas of interest, but as I read the instructions on creating a list, the word that stood out was curated list.  It never crossed my mind that Tweets could be curated, but now that I have set my lists I can appreciate how this feature makes Twitter another content curation tool.  In addition to learning about the list feature, viewing my Tweeter account using the TweetDeck was an eye opener.  The layout of the information displayed makes it easier to browse my Tweeter feed, and customize how I view my content.  What I liked about the TweeterDeck is that I can see my lists thus making it easier to view my curated content.

I am amazed at how I often I have used an app or other technology and think I am proficient at, only to find out I have not discovered and used all the features to get the most out it.  When I first created my PLE, I included Twitter in the Connect category, as I was using it mainly to connect and follow others that were sharing content I was interested int.  However, after seen the usefulness of the Twitter lists and TweeterDeck, I will add this tool [Twitter] to my PLE in the mLearning group.

In the last few weeks, I have learned a lot more about digital tools than I have over the years, and I have gained an enormous appreciation for learning how to become a digital citizen.  Gaining digital literacy is such an important skill that everyone should master.  As Ribble (2015) states, "It's not an understatement to say that the digital world has changed how people behave and function as citizens of the "real" world.  Users live, work, and interact not only in the physical world, but in a digital, virtual world as well" (p. 19).  I have come to realize that it is not enough to create an account with the latest or "trending" tool or app, but to learn how to use that tool to get the most out of it.  There are so many tools out there to accomplish so many things, which sometimes I get overwhelmed with what is available to me.  Thus, increasing my digital literacy is learning how to discern which tools are the best fit for me.  Becoming a digital citizen is not just about jumping on the "trending technologies" bandwagon, but knowing what you can do with the technology and what kind of digital footprint you are leaving behind.

Digital Tools (online image)

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References

Curata (2014). [Online image] Retrieved February 14, 2016 http://www.curata.com/blog/wp-content/uploads/2014/03/CurationWorld.png

Digital Tools. [Online image]. Retrieved February 14, 2016 https://www.trainingjournal.com/sites/www.trainingjournal.com/files/styles/original_-_local_copy/entityshare/177%3Fitok%3DUPne_55f

Ribble, M. (2015). Digital Citizenship in Schools (3rd ed.). Arlington, VA: International Society for Technology in Education.

Weekly Report & Reflection Post #4

Paez, I. (CC) 2016

Greetings, fellow bloggers!

This week I learned how to use Diigo, to organize and bookmark the links that I find interesting and want to revisit from time to time.  I had not heard about that site, or Delicious, before this lesson.  I decided to use Diigo as my bookmarking tool as I found it easier to use than Delicious.  What I like about this tool [Diigo] is that I can be more active when I'm reading documents on the internet; I can highlight, add sticky notes, and take screen shots.  I can also share the page and add tags for easier sorting.  Here is the link to one of the pages I bookmarked recently https://diigo.com/08cf2i. This article talks about iLKA (individual Learning Knowledge Assistant) an online tool that fosters collaborative learning.

Having access to a digital bookmark tool makes it easier to go back and review sections in web pages that I have annotated; by reexamining this information on a regular basis, I can gain a deeper understanding of the content.  However, for these bookmarks to contribute to my knowledge, I need to ensure that the pages I bookmark have valid and reliable content.  Therefore, it is is necessary that I evaluate the quality of the resource.  One excellent way to do so is by using the T.R.A.S.H. test, provided by Ipadguy 2.0 (2012),  to assess the quality of the resources.

Paez, I (CC) 2016

Another useful tool I learned about this week was Scoop.it.  As someone that has never curated content, I found the tool easy to set up and navigate.  However, this week I did not do much curating.  I was exploring the tool, learning how to use the features, what is available with the free subscription, and reading some of the curated content on the topic of Technologies Used to Enhance Learning.  Here is a link to one of the pages I scooped http://sco.lt/4vGSzh Top Four Ways to Engage Millennials in Learning Environments.

Both Diigo and Scoop.it are tools that I can add to my PLE.  Scoopt.it will be added to CREATING section; although, I am mostly curating.  Diigo will go in the ORGANIZE section.

Over the last few weeks, I have learned that becoming a digital citizenship is about educating myself and others as well.  As Riddle (2015) states, "Technology today allows many to connect with people across the room as well as around the world" (p. 57).  Tools like Diigo and Scoop.it. empower us to educate ourselves and share our knowledge with others.

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References

Ipadguy 2.0 (2012). Evaluating web sites using the t.r.a.s.h. test!.  Retrieved Februay 4, 2016 http://www.handy4class.com/h4c2011/wp-content/uploads/2013/01/TRASH-test.pdf

Ribble, M. (2015). Digital Citizenship in Schools (3rd ed.). Arlington, VA: International Society for Technology in Education.

Weekly Report & Reflection Post #3

Megaphone [Online image]

Greetings, fellow bloggers!

RSS Feeds was a technology that I have ignored for many years, until now.  As I mentioned in my first post, it usually takes the completion of an assignment for me to try new things (working on changing that!).

In this class, we are learning about digital literacy, but I think this is a topic that needs to be addressed in much earlier years of education.  Ribble (2015) makes an interesting statement about the teaching and learning of new technology and how that is often overlooked, he asserts "teaching how to use technology appropriately has not kept pace." (p. 35).

Matt B. Gomez

Learning how to use RSS Feeds correctly helps me stay informed, and save time when reviewing the information from my various feeds.  RSS Feeds is an excellent tool that I would add to my PLE in two categories: organize and mLearning.  It helps me organize the content based on the categories I selected, and it makes it easier to digest the information and stay on top of what's happening in my areas of interest. It also saves me time, as all the information is on one page; all I have to do is scan the stories and select the one I want to read at that time and the others for later.  It also helps me learn on the go.  I no longer have to be restricted to accessing this content from a computer, but can do so from my phone whenever I am commuting.

One of the key takeaways from this assignment is learning how to set up feeds that further improves my learning.  I think that's why it took me so long to set up the feeds that were required for this week's assignment.  There is so much content on the internet that sometimes deciding on the sites to follow takes time.  I wanted to make sure the content I would be receiving daily was well written and thought provoking.  This is what having digital literacy is about: learning how to use digital technologies, and "evaluating online resources [to determine] the accuracy of the content on websites and wikis" (p. 36).

(The Digital Frontline, 2012)

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References

Gomez, M. B., [Online image]. Retrieved February 6, 2016 http://mattbgomez.com/wp-content/uploads/2013/08/Screen-Shot-2013-08-16-at-8.36.17-AM1.png.

Megaphone. [Online image]. Retrieved February 6, 2016 http://mandegarweb.com/wp-content/uploads/2015/08/add-wordpress-to-feedburner.jpg.

Ribble, M. (2015). Digital Citizenship in Schools (3rd ed.). Arlington, VA: International Society for Technology in Education.

The Digital Frontline, (2012). Retrieved February 6, 2016 https://thedigitalfrontline.com/2012/06/12/digital-literacy-dont-let-them-learn-it-on-the-streets/.